title: An evaluation of programmed treatment-integrity errors during discrete-trial instruction.
abstract: This study evaluated the effects of programmed treatment-integrity errors on skill acquisition for children with an autism spectrum disorder (ASD) during discrete-trial instruction (DTI). In Study 1, we identified common treatment-integrity errors that occur during academic instruction in schools. In Study 2, we simultaneously manipulated 3 integrity errors during DTI. In Study 3, we evaluated the effects of each of the 3 integrity errors separately on skill acquisition during DTI. Results showed that participants either demonstrated slower skill acquisition or did not acquire the target skills when instruction included treatment-integrity errors.
authors.affiliation: WEST VIRGINIA UNIVERSITY.
authors.forename: Regina A
authors.initials: RA
authors.lastname: Carroll
authors.forename: Tiffany
authors.initials: T
authors.lastname: Kodak
authors.forename: Wayne W
authors.initials: WW
authors.lastname: Fisher
mesh_terms: D000328:Adult; D001521:Behavior Therapy; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000628:therapy*; D002675:Child, Preschool; D005260:Female; D019983:Guideline Adherence; D006282:Health Personnel / Q000523:psychology*; D006801:Humans; D008297:Male; D015588:Observer Variation
keywords: discrete-trial instruction; early intervention; skill acquisition; treatment integrity